How Bodies Change PSHE lesson plan
How Bodies Change is a ready-to-teach primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce how bodies grow and change over time. The lesson gives teachers a structured, age-appropriate way to talk about body change without needing to build materials from scratch. Pupils learn to recognise that bodies grow and change as people get older, understand that change is a normal part of life, and practise using respectful, factual language when talking about growth.
Sex & Relationships Education
Snapshot
How Bodies Change
The lesson gives teachers a calm, structured way to introduce body growth and change using simple, factual language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how bodies grow and change over time
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
Recognise that bodies grow and change from babyhood through childhood and into adulthood.
Recognise everyday examples of body change, such as growing taller or losing baby teeth.
Recognise that people grow and change at different rates.
Understand
Understand that body changes are a normal and expected part of life.
Understand that everybody's pattern of growth is different, and that this is nothing to feel embarrassed about.
Practise
Practise using simple, factual language to talk about how bodies grow and change.
Practise talking about body changes respectfully, without judging or comparing.
Practise identifying a trusted adult they could talk to if they have questions about their body.
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are starting to notice and ask questions about how bodies grow and change.
It is suitable for:
primary PSHE lessons
relationships education
health education focused on growth and development
pastoral care, circle time or form time
whole-class introductions to body change and puberty awareness
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing body changes and growth Use when pupils are beginning to learn about how bodies grow and change from babyhood to adulthood.
Building a PSHE sequence on health and growth Use as part of a wider unit on health, growth or relationships education.
Preparing for future puberty education Use to lay simple, age-appropriate foundations before more detailed puberty content in later years.
Supporting transition to a new year group Use when pupils are moving up and noticing that they and their classmates are growing and changing.
Reinforcing respectful language about bodies Use when pupils need practice talking about bodies and growth without embarrassment or unkind comments.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about growth, change and body respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from simple, factual language for talking about growth and body change long before more detailed puberty education begins. Starting early helps normalise the topic and reduces the chance that pupils feel embarrassed or confused when changes happen. Talking about body change is not only about biology. It also helps pupils build confidence, respect differences in how people grow, and understand that questions about their bodies are welcome and can be asked of a trusted adult. This lesson supports a calm, respectful classroom culture where growth and change are treated as a normal part of life, not something to whisper about or feel self-conscious over.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Body awareness Pupils learn that bodies grow and change in predictable, everyday ways.
Self-esteem Pupils understand that growing at their own pace is normal and nothing to feel embarrassed about.
Respectful communication Pupils practise talking about bodies and growth using calm, factual language.
Help-seeking Pupils identify a trusted adult they could talk to if they have questions about their body.
Emotional understanding Pupils consider how it might feel to grow and change, and that these feelings are normal.
Respect for difference Pupils recognise that people grow and change at different rates and in different ways.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share other people's stories
Frame discussion around general examples of growth, not personal comparisons
Make clear that everyone grows and changes at their own pace
Identify trusted adults pupils can speak to if they have questions
During delivery
Use simple, factual examples such as growing taller, losing baby teeth or needing new shoes
Keep language body-respectful and avoid any tone of embarrassment or judgement
Give pupils time to ask questions in a whole-class or small-group setting
Allow pupils to respond through discussion or drawing depending on confidence
Supporting safe discussion
Reinforce that asking questions about bodies and growth is welcome
Explain that pupils can talk to a trusted adult if they feel worried or unsure
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
Adaptation options
Use drawing or partner reflection for pupils who are less confident discussing the topic aloud
Spend more time identifying trusted adults if pupils need extra support
Adjust pacing depending on how many questions pupils raise during discussion
